Bewegung trotz Sportdispens – activdispens.ch

2015 ◽  
Vol 63 (3) ◽  

Objective: The objective of the project is to actively integrate students partially dispensed from school sport through an adapted form of sports dispensation as well as a customized selection of exercises. Method: By means of two online questionnaires, both structured similarly with respect to questions and main themes, a needs assessment was carried out. The questionnaires were sent by e-mail to 2600 members of three Swiss medical associations, doctors of the University Children’s hospital of Basel as well as to approximately 4000 sports teachers of the Swiss organization for sports at school. The addressees were asked to complete the questionnaire within two weeks. The sample size was n=87 (doctors, return rate of 3%) and n= 213 (sports teachers, return rate of 5%). A catalog of 54 exercises was developed using physiotherapeutic and school sport specific literature. The exercises were picturised and were published together with the dispensation form on a newly designed website. Results: Feedback from online questionnaires showed the necessity for a consistent partial dispensation with precise information on permitted and to be avoided stress. Furthermore it is important to clarify which parts of the body are allowed to be stressed or must not be stressed. Additionally the results made it clear that although the form of dispensation should show all relevant information for sports teachers, the time needed to fill in this form should be minimal. After the pilot phase the interest in the subject among doctors and sports teachers was great. However their cooperation turned out to be the most difficult and challenging part, with regard to integration of the project across the country. Discussion: Sports dispensations are an on-going very important topic in Swiss schools. The respondent group of doctors mostly agree on the layout of such a dispensation form and content needed. The same applies to sports teachers. However the most difficult part when talking about sports dispensations appears to be the collaboration of both groups and the functioning as a unity.

2018 ◽  
Vol 8 (3) ◽  
pp. 179
Author(s):  
Raimundo Bambó-Naya ◽  
Pablo De la Cal-Nicolás ◽  
Carmen Díez-Medina ◽  
Sergio García-Pérez ◽  
Javier Monclús-Fraga

The aim of this communication is to present the experience of four academic courses in the subject of Integrated Urban and Landscape Design, taught in the framework of the Master in Architecture of the School of Engineering and Architecture of the University of Zaragoza. It addresses urban regeneration interventions in vulnerable areas of the consolidated city with approaches to teaching innovation in the academic field and in the topic of user participation.The workshop methodology is explained in detail, paying more attention to the process followed than to the specific results of the workshop. The different stages of the process are presented: previous phase and selection of the study area, phase of analysis and diagnosis, phase of proposals, where a joint work is carried out with vision of action in the whole of the neighbourhood, and phase of presentation of the results to the Neighbours. Finally, some future challenges of this workshop are outlined.


Author(s):  
Eric K Furstenberg

Abstract This article develops a theoretical model of college admissions to investigate the effects of banning affirmative action admissions policies on the efficiency of the admissions process. Previous work in this area has shown that prohibiting affirmative action causes inefficiency when college quality is an increasing function of diversity. This article identifies an additional reason why colleges and universities use racial preferences in admissions, setting aside explicit demands for diversity. In the theoretical model, the racial identity of the applicants is relevant information for making inferences about an applicant's true academic ability. Preventing admissions officers from using this information results in inefficient selection of applicants, even if diversity does not explicitly enter the objective of the university. Thus, affirmative action is justified solely on informational grounds.


2008 ◽  
Vol 22 ◽  
pp. 1-14 ◽  
Author(s):  
Philippe De Brabanter ◽  
Patrick Dendale

This volume brings together thoroughly reworked versions of a selection of papers presented at the conference The Notion of Commitment in Linguistics, held at the University of Antwerp in January 2007. It is the companion volume to a collection of essays in French to be published in Langue Française and devoted to La notion de prise en charge. Commitment is a close counterpart toprise en charge, and two contributors, Celle and Lansari, use it essentially as a translation of the French term. However, commitment and its verbal cognates (to commit NP to and to be committed to) do not cover the exact same range of meanings as prise en charge. For a thorough assessment of the French term, we refer readers to the introduction to the Langue Française volume. In the present article, we focus entirely on commitment. The term is widely used in at least three major areas of linguistic enquiry:1 studies on illocutionary acts, studies on modality and evidentiality, and the formal modelling of dialogue/argumentation. In spite of its frequent use, the notion has rarely been theorised and has never been the subject of a monograph or a specialised reader. In keeping with this is the fact that none of the many dictionaries and encyclopaedias of linguistics or philosophy that we have consulted devotes a separate entry to it. Section 1 of this introduction briefly reviews what commitment means in the three fields just mentioned. Now and then, with respect to a particular issue, pointers are given to which articles in this collection have something to say about the issue. In section 2, we take a lexical and syntactic look at the ways in which the contributors to the present volume use the term. In section 3, we outline each of the contributions, with a focus on the role that commitment plays in them.


Author(s):  
Nidhi Sharma ◽  
Reetesh K. Singh

Purpose Scholars for long have been interested in finding effective ways to assess organizational effectiveness. However, lack of consensus on its definition, and consequently on measure parameters has dogged researchers, almost to the point that some academics have declared organizational effectiveness a subject that cannot be researched. The purpose of this paper is to present a unified model of organizational effectiveness by recognizing the underlying synergy in the body of research – a framework that could guide future research on organizational effectiveness as a comprehensive, but contextual paradigm. Design/methodology/approach This paper is based on extensive exploratory review and critique of extant literature on organizational effectiveness. Findings The lack of consensus among scholars on the meaning of organizational effectiveness and its measures is primarily the result of compartmentalized perspectives. The authors found that there is an underlying synergy among them. Basis a big picture review and analysis of extant literature, the authors have been able to identify a unifying framework for the apparently disparate and conflicting models of organizational effectiveness. Practical implications This paper can provide guidance to managers on appropriate selection of organizational effectiveness measures, and to scholars on developing a more holistic and pragmatic research approach on the subject. It can potentially lead to development of context-based scales that facilitate meaningful comparative studies. Originality/value This paper presents a unified model and framework for organizational effectiveness by building on the valuable but disparate contributions of previous researchers. The authors believe that this is a novel attempt that simplifies the discourse on organizational effectiveness, and will help to remove some of the negativity around the research subject.


1970 ◽  
Vol 6 (1) ◽  
pp. 117-128
Author(s):  
Дар’я Черенщикова

Стаття містить обґрунтування гуманістичного варіанту модернізації вищої освіти в Україні, заснованій на синтетичній платформі суб’єктного підходу, аксіопсихології особистості і базових концептах позитивної психотерапії. Концептуальне осмислення феномену педагогічного спілкування відбувається крізь призму суб’єктного підходу в психології і педагогіці. Теоретичною основою суб’єктно-ціннісної моделі педагогічного спілкування у ВНЗ стали ідеї аксіогенетичної концепції З.С. Карпенко. Процедурно-методичними засобами реалізації принципу інтегральної суб’єктності у педагогічному спілкуванні у ВНЗ стали психотехнічні напрацювання позитивної психотерапії. Подано логіко-концептуальне зіставлення базових понять суб’єктно-ціннісного та позитивно-психологічного підходів до педагогічного спілкування. Розроблено позитивну суб’єктно-ціннісну модель педагогічного спілкування у ВНЗ, що концентрує інтерес довкола постаті викладача як ініціатора й організатора освітньої взаємодії. Суб’єктність останнього розглянуто як фактичну актуалізацію базових здатностей (Любити і Знати) і похідних від них первинних і вторинних актуальних здібностей як окремих суб’єктних механізмів, що реалізуються в процесі педагогічного спілкування. Баланс первинних здібностей – свободи і прийняття – із вторинними – відповідальністю і справедливістю – розглянуто якреципрокний психологічний механізм оптимізації педагогічного спілкування у ВНЗ. Визначено основні механізми і критерії оптимальності педагогічного спілкування: успішність вирішення завдань навчання у контексті певних умов та раціональність часових витрат.Пізнавальну складовупозитивної суб’єктно-ціннісної моделіпредставлено чотирма основними сферами відображення дійсності: тіло, діяльність, контакти та смисли. Афективну складову моделі розглянуто у чотирьох вимірах – базових емоційних установках: сприйняття себе, партнерська взаємодія, ставлення особи до групи, оточення, громади, а також ставлення до людства в цілому, його майбутнього, формування сенсу власного життя. Почерговий і збалансований вияв первинного і вторинного конструктів освітнього діалогу визначено як механізм збереження гармонійної цілісності педагогічного спілкування, в якому процес професійного самовдосконалення співвідноситься з розвитком ціннісно-смислової свідомості його суб’єктів. The article provides a justification of humanistic modernization of higher education in Ukraine, founded on synthetic platform of subjective approach, personal axiopsychology and basic concepts of positive psychotherapy. Conceptual understanding of the phenomenon of pedagogical intercourse goes on through the prism of subjective approach in psychology and pedagogy. The theoretical basis of the subject-value model of pedagogical intercourse at the university has been elaborate on the ideas of axiogenesis conception by Z. Karpenko. Procedural and methodological means of the principle of integrated subjectivity in pedagogical intercourse at the university have been made on achievements of positive psychotherapy. Logical and conceptual comparison of the basic concepts of the subject-values and positive psychological approaches to teaching communication has been presented. Positive subject-value model of pedagogical intercourse at the university has been elaborated, it focuses its interest around the figure of the teacher as initiator and organizer of educational interaction. Subjectivity of the teacher is considered to be the actual updating of basic abilities (to know and to love) and their derivatives primary and secondary current abilities as individual subjective mechanisms which implement in the teaching due to communication. Balance of primary abilities - freedom and acceptance - with secondary - responsibility and justice –is considered as psychological reciprocal mechanism of optimization of pedagogical communication at the university. The basic mechanisms and criteria for optimal pedagogical communication, such as problem solving learning success in the context of certain conditions and rational time-consuming, have been determined. Cognitive component of positive subjective-value model is presented by four main areas of reflection of reality: the body, activities, contacts and meanings. Affective component of the model is considered by four dimensions – emotional base units: the perception of myself, partner interaction, the attitude of a person to a group, environment, community, and human attitude to his future, meaning formation of his own lives. Turns and balanced expression of primary and secondary constructs at educational dialogue is definedas mechanism for storing harmonious integrity pedagogical communication in which the process of professional self-improvement correlate with the development of value-semantic consciousness of its subjects.


Author(s):  
Yingbao ZHOU

this research designed simulation system of gymnastics automatic choreography software. To successfully design the gymnastics movements, experiment adopted solutions based on key frame spline interpolation calculation which managed to solve the problem of location deviation; quaternion interpolation algorithm was adopted to solve the rotation problem of the subject and the body, which made the modified action by computer auxiliary choreography system completely returned to virtual figure animation. In addition, for coordination of dance and audio, this paper established movement fragments library based on sentiment types, proposed viable approach of synchronized audio and video model. Teaching experience was conducted in the gymnastics course of physical education at the University and achieved good results.


1986 ◽  
Vol 2 (7) ◽  
pp. 283-283

David Hornbrook's articles in NTQ4 and 5 offered a challenging perspective to the history of drama in education, a critique of present practice and practitioners, and some positive proposals for the future place of the subject in the curriculum. These have provoked widespread interest, and we are now publishing a first selection of comments from fellow drama in education workers, and offering a welcome to further contributions in subsequent issues. These initial responses are from David Morton, adviser to the Leeds City Council's Department of Education; Jon Nixon, a research fellow in the Department of Education at the University of Sheffield; and Tony Graham. Head of Drama at Haverstock School, in the Inner London Education Authority's area.


2020 ◽  
Vol 3 (1) ◽  
pp. 15-20
Author(s):  
Pramitha Dwi Larasati ◽  
Ari Irawan

In the selection of acceptance of lecturers at a university can be done when the selected applicants have a good competence in accordance with they’re background because this can affect the teaching service. Lecturers who have good competence has the ability for understanding the subject matter that in line with the background, extensive pieces of knowledge, be able to speak English both oral and written and be able to provide a positive example and teaching methods that are easily understood by students. This can provide a good image for the university because the selected lecturers have a good potential. To help determine the acceptance of lecturers then we needed a decision support system. One method that can be used for Decision Support System is using Simple  Additive Weighting (SAW). This method is chosen because it is able to select the best alternative from a number of alternatives, in this case, the intended alternative is to determine the acceptance of lecturers


Ars Adriatica ◽  
2014 ◽  
pp. 125
Author(s):  
Nikola Jakšić

The casket of St Simeon the God-Receiver is the most representative work in the applied arts of the Croatian Trecento and, at the same time, one which displays great iconographic complexity. Although it was the subject of two monographs and a large number of individual articles, a whole set of questions remains open and awaits plausible interpretations. Particularly great problems are connected to the interpretation of a number of scenes which were understood differently by different scholars. At the same time, it can be noted that the discussion about the casket’s complex iconographic programme lacks a study which would address it as a unique a coherent whole in which every single scene is viewed as its irreplaceable constituent part. This article aims to demonstrate that the casket’s iconographic programme, especially that of the eight panels on its main body, was selected and arranged according to a carefully developed programme the creators of which were five noblemen of Zadar to whom Queen Elizabeth, the wife of the powerful King Louis I the Great of Hungary (1342-1382), entrusted not only the silver for the making of the casket but other important details connected to the commission such as the choice of the artist and, even more importantly, the selection of the scenes through which the casket communicated with its spectators. There is no doubt that the queen had her own demands with regard to what was depicted as can be seen in the opulent dedicatory inscription which records that she was the patron of the casket but also in the donation scene where she appears together with her daughters. It can also be said with certainty that she gave instructions for the somewhat unusual panel which depicts her standing by the catafalque of her father, Ban Stephen of Bosnia (+1354) who is being sent off to the next world by St Simeon the Righteous. It should mentioned that Ban Stephen was considered a heretic – a Bogomil – which means that being a Catholic queen, his daughter attempted to rectify the past with this panel. All these scenes are at the back of the casket. The queen undoubtedly also had a say in the selection of scenes which were depicted on the front. Those relate to the life of St Simeon which, considering that we know of only one event in his life, was done in a very skilful way: the central panel shows the saint receiving the Christ Child in the scene of the Presentation in the Temple while the panels to its left and right depict the translation of the saint’s relics which have not been identified as such in the scholarly literature. The translation consists of three scenes which are always present in the cases of translation: the finding of the body (inventio corporis), the transport of the body to a new place (translatio corporis) and, finally, the placing of the body to a new site where it would remain in the future (colocatio corporis). These three scenes were interpreted by the noblemen of Zadar in an idiosyncratic way in order to affirm the medieval Zadar and its nobility on the casket itself. The scene of the inventio corporis depicts the rectors of Zadar intervening at the last moment before a group of monks from the outskirts of town get hold of the body and place it in their monastery. In the scene of the colocatio corporis, the body of St Simeon is being carried into the Church of St Mary Major in the presence of King Louis and the grateful citizens who are led by the Bishop Nicholas Matafar. This scene depicts the return of the saint’s body from Venice where, according to the author of this article, it had been taken during the local uprising against the Venetian rule (1346-1358). At the same time, the visual message of the two scenes which flank the central one was to show that the exclusive ownership of the relics belonged to the citizens of Zadar. The conflict with the monks which erupted on a local level is being resolved by the local authorities, that is, the rectors of Zadar. When the problem becomes ‘bilateral’, that is, when it involves Venice, the dispute is settled (to the benefit of the citizens of Zadar) by their sovereign, the king of Hungary and Croatia.The visual interpretation of the translation depicted on the casket relies greatly on the scenes from the cycle of the translation of the body of St Mark from the façade of St Mark’s basilica at Venice (the discovery and exhumation of the body, the transport of the body on a ship, the placing of the body in a new shrine). The author of the article, therefore, frequently compares the scenes on the Zadar casket to those from Venice.


Author(s):  
Alejandro Rojas Jiménez

RESUMENBuscando atraer al lector a la bibliografía aquí informada, he procedido en primer lugar a presentar la obra de Schelling haciendo hincapié en el papel que juega para entender el quehacer filosófico reciente, incluso aquel aparentemente más alejado. Dicha presentación es seguida de una indicación de las ediciones de sus obras completas, un registro de sus obras ordenadas por año, y una selección de la bibliografía secundaria con especial atención a las contribuciones del grupo de investigación sobre Schelling de la Universidad de Málaga, cuya labor es rectora en este análisis de la influencia de Schelling en la filosofía reciente.PALABRAS CLAVESDiferencia ontológica, absolute Prius, los límites del concepto, el tema de la filosofía, bibliografíaABSTRACTIn an attempt to seek to attract the reader to the bibliography reported here, I proceed first to present Schelling’s work emphasizing the importance of his role to understand the most recent philosophy, and even more seemingly distant philosophy. This presentation is followed by an index of Schelling’s complete works editions, a list of Schelling’s works organized by year, and a selection of secondary literature on Schelling, with special attention to the contribution of the research group on Schelling at the University of Malaga, whose work is first-line in the analysis of Schelling’s influence on recent philosophy.KEY WORDSOntological difference, absolute Prius, the limits of the concept, the subject of philosophy, BIBLIOGRAPHY


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